Learner Background:Describe the students’ prior knowledge or skill related to the learning objective(s) and the content of this lesson, using data from pre-assessment as appropriate. How did the students’ previous performance in this content area or skill impact your planning for this lesson?
Students have added, subtracted and multiplied fractions. It is necessary to have completed multiplying fractions in order to be able to divide fractions.
Student Learning Objective(s):Identify specific and measurable learning objectives for this lesson.
1. The student will be able to find the reciprocal of a whole number and a fraction. 2. The student will be able to convert a fraction division problem into a fraction multiplication problem by finding the reciprocal and changing the division sign into a multiplication sign. 3. The student will be able to write a whole number in fraction form. 4. The student will be able to accurately divide fractions. 5. The student will be able to write fractions in simplest form.
Assessment:How will you ask students to demonstrate mastery of the student learning objective(s)? Attach a copy of any assessment materials you will use, along with assessment criteria. Worksheets 1, 2 3.
Materials/Resources:List the materials you will use in each learning activity including any technological resources. Worksheet 1, 2, 3.
Learning Activities: Identify the instructional grouping (whole class, small groups, pairs, individuals) you will use in each lesson segment and approximate time frames for each.
Initiation:Briefly describe how you will initiate the lesson. (Set expectations for learning; articulate to learners what they will be doing and learning in this lesson, how they will demonstrate learning, and why this is important)
Lesson Development:Describe how you will develop the lesson, what you will do to model or guide practice, and the learning activities students will be engaged in order to gain the key knowledge and skills identified in the student learning objective(s).
RECIPROCALS When you turn the fraction upside down you have a RECIPROCAL of the original fraction. Turning fraction upside down is also called inverting. Examples
A reciprocal of
3
is
4
=
1
1
4
3
3
A reciprocal of
7
is
5
5
7
A reciprocal of 3
3
is
1
1
3
HOW TO DIVIDE FRACTIONS Do you know how we call the numbers in division?
12
4
=
3
DIVIDEND
DIVISOR
QUOTIENT
To divide 2 fractions multiply the dividend by the reciprocal of the divisor.
You can do this by following few simple steps: • Change allmixed fractions ( if any) toimproper fractions. • Turn the second fraction (divisor) upside down. Change the divide sign to multiply sign and multiply the fractions.
Closure:Briefly describe how you will close the lesson and help students understand the purpose of the lesson. (Interact with learners to elicit evidence of student understanding of purpose(s) for learning and mastery of objectives)
Have several students write out examples on smart board to review.
Individuals Needing Differentiated Instruction:Describe 1 to 3 students with learning differences. These students may be special or general education students and need not be the same students for each lesson. Students may represent a range of ability and/or achievement levels, including students with IEPs, gifted and talented students, struggling learners, and English language learners.
Note: Differentiated instruction may not be necessary in every lesson. However, over the course of the student teaching placement, it is expected that each student teacher will demonstrate the ability to differentiate instruction in order to meet the needs of students with learning differences.
Which students do you anticipate may struggle with the content/learning objectives of this lesson?
Student name
Evidence that the student needs differentiated instruction
How will you differentiate instruction in this lesson to support student learning?
Worksheet 1 – Beginning level of division
Which students will need opportunities for enrichment/higher level of challenge?
Student name
Evidence that the student needs differentiated instruction
How will you differentiate instruction in this lesson to support student learning?
Institution Geraldine Johnson School Length of lesson35 minutes_
Content Standards: Identify one or two primary local, state or national curricular standards this lesson is designed to help students attain. How will the learning tasks lead students to attain the identified standards?
6.N.15 Use the inverse relationship between multiplication and division to make sense of procedures for multiplying and dividing fractions.
• Multiply fractions: Multiply two fractions (Sixth grade - V.6)
• Divide fractions: Reciprocals (Sixth grade - W.2)
• Divide fractions: Divide fractions (Sixth grade - W.3)
Learner Background: Describe the students’ prior knowledge or skill related to the learning objective(s) and the content of this lesson, using data from pre-assessment as appropriate. How did the students’ previous performance in this content area or skill impact your planning for this lesson?
Students have added, subtracted and multiplied fractions. It is necessary to have completed multiplying fractions in order to be able to divide fractions.
Student Learning Objective(s): Identify specific and measurable learning objectives for this lesson.
1. The student will be able to find the reciprocal of a whole number and a fraction.
2. The student will be able to convert a fraction division problem into a fraction multiplication problem by finding the reciprocal and changing the division sign into a multiplication sign.
3. The student will be able to write a whole number in fraction form.
4. The student will be able to accurately divide fractions.
5. The student will be able to write fractions in simplest form.
Assessment: How will you ask students to demonstrate mastery of the student learning objective(s)? Attach a copy of any assessment materials you will use, along with assessment criteria.
Worksheets 1, 2 3.
Materials/Resources: List the materials you will use in each learning activity including any technological resources.
Worksheet 1, 2, 3.
Learning Activities:
Identify the instructional grouping (whole class, small groups, pairs, individuals) you will use in each lesson segment and approximate time frames for each.
Initiation: Briefly describe how you will initiate the lesson. (Set expectations for learning; articulate to learners what they will be doing and learning in this lesson, how they will demonstrate learning, and why this is important)
The lesson will be introduced to two online tutorials on dividing fractions and meaning of new vocabulary.
www.dictionary.com http://kids.yahoo.com/reference/dictionary/english
reciprocal reciprocate
Reinforce by having two students reciprocate two handouts of numbers.
http://www.youtube.com/watch?v=nvljGmt2sII&feature=fvw
http://www.youtube.com/watch?v=LN3CRB0Q59E
http://www.mathplayground.com/howto_divide_fractions.html - this is dividing without inverting – advanced
Lesson Development: Describe how you will develop the lesson, what you will do to model or guide practice, and the learning activities students will be engaged in order to gain the key knowledge and skills identified in the student learning objective(s).
RECIPROCALS
When you turn the fraction upside down you have a RECIPROCAL of the original fraction.
Turning fraction upside down is also called inverting.
Examples
HOW TO DIVIDE FRACTIONS
Do you know how we call the numbers in division?
You can do this by following few simple steps:
• Change all mixed fractions ( if any) to improper fractions.
• Turn the second fraction (divisor) upside down.
Change the divide sign to multiply sign and multiply the fractions.
Closure: Briefly describe how you will close the lesson and help students understand the purpose of the lesson. (Interact with learners to elicit evidence of student understanding of purpose(s) for learning and mastery of objectives)
Have several students write out examples on smart board to review.
Individuals Needing Differentiated Instruction: Describe 1 to 3 students with learning differences. These students may be special or general education students and need not be the same students for each lesson. Students may represent a range of ability and/or achievement levels, including students with IEPs, gifted and talented students, struggling learners, and English language learners.
Note: Differentiated instruction may not be necessary in every lesson. However, over the course of the student teaching placement, it is expected that each student teacher will demonstrate the ability to differentiate instruction in order to meet the needs of students with learning differences.
Notes from the pre-conference__